In the year between my Masters and PhD at IU, I participated in one of our department’s exchanges with a French partner university, l’Université Charles-de-Gaulle Lille 3. As a lectrice (similar to an Associate Instructor) in the UFR Angellier, I taught a variety of English courses, mainly emphasizing speaking skills, and collaborated in the development of various pedagogical materials, especially ones involving computer-assisted learning.

I also played a small role in bringing a new pedagogical training program for lecteurs at Lille 3, not just in English, but all the foreign languages. In the wake of the student strike in the spring of 2006, many problems with the lecteur team and the department came to a head. Another former IU instructor and I described the methods and training that we received at IU to our supervisor, who in turn presented to the department the idea of building a partnership with IU and importing the AI training workshop to Lille 3. This proposal came to fruition the following fall and has had a lasting effect on the quality of teaching at Lille 3.

Reflection:

This year was immensely valuable in solidifying my confidence in myself as an instructor. Teaching expectations are entirely different at a French university. I was completely autonomous: there was no textbook or syllabus to follow, no exam to work towards, and no professor’s lecture section to supplement. The lack of structure was frustrating at first, but once I realized that it really was okay to do whatever I wanted, I set up my own syllabus and course objectives and created activities that followed a regular pattern of previewing, setting, performing, and following up on a task. It was reassuring to know that I can establish my own course, make sound teaching decisions, and maintain good pedagogy even independently of someone else’s agenda; this along with the projects I participated in have contributed greatly in shaping me as an instructor.